İdeolojiler, Tutumlar ve Müfredat Değişimi: Öğretmenlerin Algılayışı

Bu çalışma eğitim ideolojilerinin öğretmenlerin eğitime yönelik algıları üzerindeki etkisi ve öğretmenlerin müfredat değişimine yönelik tutumlarını araştırmaktadır. Öğretmenlerin yeni müfredatın temel uygulayıcıları olduğu düşünüldüğünde sahip oldukları eğitim ideolojilerinin belirlenmesi ve güncel program değişikliğine yönelik düşüncelerinin ortaya çıkarılması önem kazanmaktadır. Çalışmanın katılımcıları ilk ve orta öğretim öğretmenleridir. Veri Eğitim İdeolojileri Envanteri ve Öğretmenlerin Değişime Katılım Envanteri olmak üzere iki araçla toplanmıştır. Çalışma sonuçları yeni müfredatın eğitim yaklaşımı ile öğretmenlerin sahip oldukları eğitim ideolojilerinin önemli ölçüde uyumlu oldugunu ortaya koymaktadır. Katılımcıların önemli bir kısmında liberal eğitim ideolojilerine yönelik bir inanış olmasından dolayı eğitim ideolojileri ve müfredat değişimini kabullenme arasında belirgin bir farklılık olmamasına ragmen temelde muhafazakar eğitim ideolojilerine sahip öğretmenlerin müfredat değişimine yönelik inanışlarının araştırılması alanyazına önemli katkılar sağlayabilir.

Ideologies, Attitudes, and Curriculum Change: Teachers' Perception

This study investigates the effects of educational ideologies on teachers' perceptions and their attitudes towards curriculum reform. For this purpose, in order to explore teachers' beliefs related with the recent curriculumNUR change, identifying educational beliefs became especially important since they are the principal implementers of the curriculum. Participants of this study were teachers from primary and secondary schools. Data were gathered from the participants via two inventories, Educational Ideologies Inventory and Teachers' Receptivity to Change Inventory. The results of the study indicated some key contribution from teachers' standpoint that their educational ideologies were considerably compatible with the approach of the new curriculum. Although most of the teachers confirmed tendency in the direction of liberal educational ideologies and in consequence there were no significant difference between teachers' educational ideologies and their receptivity of curriculum change, it would be an important contribution to the literature to investigate the belief of teachers if they mainly had conservative educational ideologies toward curriculum change.

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